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Permanent link (DOI): https://doi.org/10.7939/R3MH8N

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EFL Teachers’ Cognition and Usage of TBLT in Beijing Open Access

Descriptions

Other title
Subject/Keyword
Second language teaching
English teachers' in Beijing
congnition
TBLT
Foreign language teaching
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Cui, Jing
Supervisor and department
Dunn, William (Secondary Education)
Examining committee member and department
Wu, Joe (Elementary Education)
Cammarata, Laurent (Campus Saint-Jean)
Department
Department of Secondary Education
Specialization

Date accepted
2012-08-22T14:49:27Z
Graduation date
2012-11
Degree
Master of Education
Degree level
Master's
Abstract
Task basked language teaching (TBLT) is an innovative second language teaching approach that has gained abundant theoretical support from second language acquisition (SLA) research. However, there is evidence that the conceptions formed by teachers can differ from the descriptions and criteria found in research and published pedagogical materials. Therefore, this study addresses the following research questions: 1) What are the conceptions of TBLT among in-service teachers in Beijing? 2) How are the conceptions formed? 3) What factors will influence their utilization of TBLT? The results indicate that most of them had idiosyncratic conceptions of TBLT that diverge in several ways from “mainstream” versions of TBLT; however, most of them were able to design and implement tasks consistent with the published criteria. It is also found that the effects of peers and mentors, professional development training and school policy are significant in the formation of their conceptions of TBLT.
Language
English
DOI
doi:10.7939/R3MH8N
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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